Class Room Interaction

KGBV SACHANA ..."The Sky has no limit..."

I have visited Kasturaba Gandhi Balika Vidhyalay, Sachana, Taluka Viramgam of Ahmedabad District on 16th December 2008 with Teachers District Training Coordinator Mr Dilip Vadera, Mr Mukesh Parmar, The Accountant of SSAM Ahmedabad District, Mrs Pratimaben Yadav, IED Coordinator and Mr Ramesh Ladhel, BRC Coordinator of Dhandhuka. It was about six pm when we enter in KGBV, Sachana. We were happy by seeing that all girls were sitting under tree in group and were doing their home work with the help of ‘Balmitra’. Mr Dinesh Patel is the coordinator he guided us and gave us all the detail of KGBV’s activities….
They have 63 girls’ students who were not studying in the school. Mr Dinesh searched all these students with the help of Mrs. Alkaben Vyash , The Gender Coordinator of SSAM, Ahmedabad and all the staff members of SSAM Ahmedabad. They have hostel in the CRC Sachana and give them food and shelter. The girls were out of schools that were not going school due to financial crises and other responsibility in their family.
They have all facilities like well arraigned Kitchen, Store room and Clean Hostel to stay. Girls go to government schools in same compound and learn further skill like tailoring, Sports, life skills etc. in KGBV Hostel.
Mr Dinesh Patel who speak less and do silently doing great job for society especially for out of school’s girls. He proved that if a person wishes to do anything which is not possible he can…We can say for Mr Dinesh Patel “The sky has no limit…”

Sachana Govt. Prm.School where girls takes education...






Mr Ramesh Ladhel, BRC C Dhandhuka "Singing is not hard at all..."








Mr Mukesh Parmar, Accountant teaches calculation.....






District level officers with Mr Dinesh Patel, Coordinator, KGBV







Kitchen cum store room








Mr Dinesh Patel and Mr Mukesh Parmar discussing on grant...how you run the expense b'caz Govt.gives Rs.25/girl for Breakfast, Lunch, Dinner and other expenses....????

Hostel

Kitchen cum Store Room

In the office team with Mr Dinesh Patel,Coordinator, Sachana CRC

In the office team with Mr Dinesh Patel

Mr Dilip Vadhera , OICTT, Ahmedabad

Mr Mukesh Parmar, Accountant, SSAM,Ahmedabad

Mr Dilip Vadhera , OICTT, Ahmedabad

Theater Games

While teaching in class room we use different techniques, activities, methods and games. Thanks Swaroop Sampat to send me theater games. Its effective and interesting. You can also use while working with students in class. See how it works...

Bus Stop

Split the class into two groups for simultaneous group improvisation, or have one group be the audience and then switch with the other group. Students improvise that they are at a bus stop waiting for the bus to arrive. As each new passenger boards the bus, everyone on the bus adopts the attitude, personality, accent, movements, etc. of the new arrival until the bus is full. Then begin randomly letting passengers off the bus remembering to adopt the mannerisms of the passenger that boarded before the exiting individual.
What are you doing?

All the participants pair up. Within each pair, one player (it doesn't matter who goes first) asks the other "(their name), What are you doing?" The second player responds by naming whatever action comes to mind, from "I'm building a house" to "I'm dancing in a ballet" or whatever. The first player then immediately starts performing whatever action the other player named, and while they are doing so, the second player asks them, "____, what are you doing?" and enacts whatever action the other person names. This goes very quickly, and once it gets started, both players should always be doing something physically. Theoretically, this can go back and forth forever. One great way to get everybody started is to declare an action yourself that one person in each group starts with, and the other will then begin the questioning.
Zing Zang
Entire group stands in a circle. Leader instructs the students that this is an exercise to practice focus and eye contact. One person begins by clapping their hands toward someone else in the circle saying "zing!". That person then passes the clap on to someone else by saying "zang!". Continue this until everyone has been zinged or zanged. Coaching hints: always keep the eye contact. be very sharp with your clapping motions towards other players. Advanced playing rules: Cut out the vocal "Zing" and "Zang" and use only your eyes to pass the focus.
Pass the face Entire group stands in a circle. While holding hands, the leader begins by turning to her/his left and passing a goofy face. Each person passes a different face. They shouldn't copy the face of the person before them. Playing options: instead of passing goofy faces, pass emotional faces.

Pass the face

Entire group stands in a circle. While holding hands, the leader begins by turning to her/his left and passing a goofy face. Each person passes a different face. They shouldn't copy the face of the person before them. Playing options: instead of passing goofy faces, pass emotional faces.
1.Split groups into A or B 2.A holds out right hand palm upwards. B gently rests left hand palm down on A's upraised hand. 3.Now A gently guides B around studio/room with the gentlest of hand contact/pressure. There will probably be another 10 pairs so subtlety is required. Insist that students do not walk in a simple circle. 4.When trust is established. Ask B's to close their eyes and then to try the exercise again. 5.Allow 4 to continue for a few minutes. Now ask them to begin to follow you in a circle. B's still have eyes closed. 6.Walk briskly. When all walking briskly ask them to jog. When jogging ask them to canter. When cantering ask them to run .When running ask them to really run fast. The teachers /director's voice is critical at this point. I tend to build up the pace and pressure by building up volume and intensity of my delivery of instructions. The sensation of running full-pelt with your eyes closed is extraordinary and a true test of trust. Students are normally as high as kites when they are finished and might need some focusing before moving onto the next exercise or drama work. Obviously, you need to let the A's try the exercise and although they know it's coming its effect is still the same and you can often you it as a means of introducing humor. There are clearly one or two health and safety implications with this exercise which need to be taken into account but a little danger in theatre as in life can help to keep the adrenalin flowing.
Tableaux Transition
Players, in pairs, start an initial tableaux (frozen picture) that depicts a relationship. Example: one is a bowler, the other is holding a bat. One partner leaves the tableaux while the other partner remains frozen. The partner who left (the bowler) examines the frozen partner (holding a bat) and tries to create a new tableaux based on the image by entering the picture in a different way (the former bowler now places himself in front of the batter, thinking it's an ax and freezes into a look of horror). The other partner leaves the tableaux, looks at the frozen "horror" image, then returns to create a new picture with the partner (holding an imaginary cape across his face to look like Dracula). The tableaux continues back and forth until energies seem exhausted. Do the same as above, but with 3 people in a tableaux; rotate the individual who leaves and reconfigures the picture.
A Bench
In this game, one person decides the character for both participants. The other participant has to react to this while trying to determine their character.
One participant sits on a bench. The setting is a park, and the person on the bench has no character until the second participant enters. The second participant has decided who she is, and who the person sitting on the park bench is. For example, the person entering could decide, "The person on the bench is a famous author, and I am a great fan of their work." In this situation, the actor would recognize the person on the bench, react to seeing their favorite author in person, ask for an autograph, and tell the author about which books she likes best. The actor on the bench, meanwhile, has to adapt to the situation, developing their character bit by bit. The improvisation ends when one actor exits, hopefully after everyone figures out who they are.
Mirroring
Pairs. One player is the leader and the other must mirror every action they do. After a time the roles are reversed so that the other player is then the leader. Actions done must be very slow to enable players to mirror effectively. After doing this for a while the other half decide which partner will be the leader and begin the mirroring. The remaining players must wander around and try to work out who is the leader. The roles are then reversed and the above repeated.
Variation. Pairs. Choose a domestic task such as brushing teeth or washing-up and alternate the activity from one student to another.
Variation - distorted mirrors. Same as above, but this time exaggerate the movements to the point where they become hideous and even monstrous.
Variation - pairs of pairs. Given situation of being at the hairdressers so that two people sat on chairs facing each other while the other two stood behind the chairs.
Stop and start walking
Walk around the room and every time instructor shouts 'change', you must walk in a different way. For example, hopping, walking sideways, crawling etc. Walk as children, as though you have never walked before; walk as adolescents; adults and then as old people. Find the main action or area of the body which distinguishes these phases in life and concentrate on this. From old age, explore dying and feel what it might be like to no longer be able to hold your bodies up, how it feels to let go of your bodies and exhale your last breath.
Animal sounds. Walk around the room in a circle and instructor calls our the name of a particular animal and you must make the sound of that animal - cats, cows, snakes, tigers.
Surfaces
Shoes off and walk around the room. Imagine the surroundings in different ways. The floor is very hot/cold/sticky; the air is a thick substance. React accordingly.

Clay Modeling in 2nd standard...we do ???

My son Yash studing in standard 2nd. He is in S.V English med.School. His teachers are working hard to make all the time active class..I saw textbook of activity. There is clay modeling and origami work...They do in english medium school....

We have also many activity in our text books written by SRGs...Do We follow the Teachers Guide "Shixak Margadarshika ?" Do we use tricks and techniques taught during training in our class room ?

There is two snaps of text book's page same text book of 2nd standard....specially for you....

Puzzles and Teasers….
Helps activate brain ‼‼‼

Puzzles and Teasers have an inherent appeal to children and through play; children can develop new concepts and reinforce skills in curriculum areas such as language arts, mathematics, science and social studies…
Solving puzzles and Teasers are literacy – rich activities that stimulate their imagination. Teasers and Puzzles expose children to new ideas and new words, while challenging them to solve…
New research indicates that exercising the brain stimulates its growth and working efficiency…..
What can children learn from and enjoy at the same time???????????
Puzzles and Teasers that’s what ‼‼‼

1. What can run but never walks, has a mouth but never speaks, has a head but never weeps, and has a bed but never sleeps??
2. What is full of holes but still holds water??
3. What is light as a feather, but even the strongest man cannot hold it more than a minute??
4. How could all of your cousins have an aunt who is not our aunt??
5. A man says, “Brothers and sisters, have I none, but that man’s father is my father’s son.” Who is he pointing at??
6. What is an automobile engine serves no purpose but without it the engine does not work??
7. On my way to the fair, I met 7 jugglers and a bear, every juggler had 6 cats, every cat had 5 rats, every rat had 4 houses, every house had 3 mice, every mouse had 2 louses, every louse had a spouse. How many in all are going to the fair??
8. How do you make seven even??
9. What gets bigger the more you take away from it??
10. You are driving a bus. Four people get on, three people get off, then eight people get on and ten people get off, then 6 people get on and more 2 people off. What color were the bus driver’s eyes??
11. Before Mount Everest was discovered, what was the highest mountain in the world??
12. The peacock is a bird that does not lay eggs. How do they get baby peacocks??
13. Eskimos are very good hunters, but they never hunt penguins. Why not??
14. I appear once in a day and once in a year but never in a month. What am I??
15. Can you name part of body that is spelt with only three letters??
16. There is a pine tree in the middle of the forest. If the wind is blowing west, which way are the leaves blowing??
17. I went to bed Monday and got up at 8.00 a.m. that same Monday. How is this possible??
18. What do 5 equal? If 1=5, 2=25, 3=125, 4=625, 5=??
19. What does this say??
0
1 DEGREE
1 DEGREE
1 DEGREE
20. What does this say? E tall E
21. What goes on and on with and I in between??
22. What has ch on both sides and you are inside??
23. What mathematical symbol can you eat for dessert??
24. What is as light as a feather but as big as an elephant??
25. If an electric train was going west, which way would the smoke be blowing??
26. What is the name of this country?
M+EXIT-T+COAT-AT
27. What is the name of this country?
BAT-T+HAM+GAS-G
28. I see the world containing color so vast. With a stroke I preserve the future, present, and past. Who or what am I??
29. My words have tones from high to low. They may be uttered fast or slow. Who or what am I??
30. A girl who was learning to drive, she went up a one-way street the wrong way. She did not break the law. How come??
31. How many seconds are there in a year??
32. Is it legal in California for a man to marry his widow’s sister??
33. A boy sat under a table at a party. He watched all the guests go into the kitchen around the corner but he saw 6 legs. How was this possible??
34. Do they have a 15th August in England??
35. How many birthdays does the average man have??
36. Many months have 31 days; how many have 28??
37. Why can’t a man living in the USA be buried in Canada??
38. How many two rupees stamps are there in a dozen??
39. Where do fish keep their money??
40. A plane crashes on the border of two towns. In which town would you bury the survivors??
41. If you put an E in front of ‘yes’ what do you get??
Try to find the answer and send it to me……If you want answer from me, mail me your request to get…

ADEPTS

Advancement of Educational Performance through Teachers Support

A programme to change Education in Gujarat and Lead Gujarat to Swarnim Gujarat...Need not to impliment any progrramme in Primary Education.... I would like to request Education Department to take care that our Primary school should not becomes labouratory....We can not use any new system, method or techniques on students as they are not rat or hare which born for research ?Instead of changing progrramme every year and making labouratory to school {Labouratory without Damage Control} & trying on students as scientist try on RAT or HARE Lets stick on scientifically proved progrramme guieded and given by MHRD and SSAM....Its time to stick on just single progrramme for few years if we need result. ADEPTS can change our education and bring us on top....This is the progrramme with we can achive our all goak in education...

Lets have a look at on ADEPTS....

ADEPTS at a glance....

ADEPTS Characteristics
•Focusing on enabling tangible, long-term improvement
•Development in a participatory and consultative manner with state teams, including review of current status
•Joint implementation, as a systematic process
•Opportunity to consult best practitioners and thinkers in the field
•Grounding in field realities and practitioner orientation

Output

•Standards for Teacher Performance
•Standards for Trainer Performance
•Standards for HMs, CRCs, BRCs, DIETs and SCERTs
•State-specific versions of standards
•Tools (for assessing current performance against the standards)
•Peer State Reviews
•Desk Review of Teachers Training
•Inputs towards improved planning for quality improvement
•State-specific performance ‘targets’ identified.

Standards for TEACHER SUPPORT INSTITUTIONS
•CRC,BRC,DIET,SCERT
–Generates effective relationships and motivation to perform
–Establishes vision of improved performance and sets goals
–Builds capacity through planned measures
–Assesses and monitors performance
–Responds to emerging situations
–Generates further human resource towards sustained improvement

Standards for Trainers

•Develops, plans, prepares, and organizes for training
•Possesses Knowledge, Understanding and Experience
•Transacts and interacts
•Generates effective relationships (with participants)
•Assesses, reflects and follows up
•Develops himself professionally

Performance standards for Teachers

•Performance standards are categorized in four major dimensions:
1.Cognitive
2.Social
3.Physical
4.Institutional

Cognitive Dimension

Cognitive: what learning consists of and how it is enabled
•Understands children and relates with them
•Understands curriculum, content and prepares accordingly
•Generates effective learning experiences ( Uses contemporary methods, with a focus on relationships and diversity)
•Uses materials effectively Ensures learning for ALL/Creates a classroom for ALL

Cognitive Dimension
•Communicates effectively
•Collaborates with children
•Creates conducive learning environment / relates with children
•Manages / organizes classroomoptimize learning
•Plans for enabling learning
•Undertakes assessment and evaluation, and uses outcomes to improve learning

Social Dimension
Social: Relationships, values (esp. equity), and emotional environment, also amongst peers
•Values Children, their cultural context, and relates with them in a non-discriminatory manner
•Promotes co-curricular activities, development of values, and enables overall development of children
•Promotes Democratic processes
•Relates and works with colleagues and community

Physical Dimension
•PHYSICAL DIMENSION [physical environment as an enabling factor]
•The teacher facilitates a clean environment
•Creates a conducive environment

Organizational Dimension
ORGANISATIONAL: school as an institution linked to community
•Displays Professional commitment/accountability
•Develops himself professionally
•Works with colleagues as a team, optimizes resources
•Undertakes Reflective practice
•5.. Participates in Management and implementation

ADEPTS implementation
•Phase I: Two schools from each 224 blocks and 4 corporation : 456 schools (2853 Teachers) September 2007 to March 2008
•Phase II:
–Two schools from each 3351 CRCs: around 6700 Schools and 45,000 teachers
– September 2008-March 2009

Training – Phase I

•25 Teachers Training Coordinators, 225 BRC Coordinators along with one CRC Coordinator (total 225 CRC Co) were trained as Master Trainers
•All teachers were provided training at school level by Master Trainers
•Held teleconference with teachers to review the implementation and dealt with difficulties faced.

Review-Phase I
•Review workshop was undertaken.
•456 head teachers, 228 CRC-BRC Coordinators and 25 District TT Coordinators attended the workshop
•Block wise review was done by the state core team

Monitoring and review-Phase I
•All CRC Coordinators visited ADEPTS schools at least twice a month and BRC Coordinators visited the schools at least once a month
•Monitoring Format for CRC Coordinators was developed
•Self Assessment Format for teachers was developed and shared with all teachers
•Periodic data collected from all schools of Phase I

Innovative activities
•Individual Student Portfolio and Student Profile
•Dictation writing and creative writing became regular classroom activities
•Project work and field work by students initiated in all schools
•Lesson planning became more specific and fruitful....
•Categorization of TLMs according to learning cycle and teaching methodology
•Effective use of libraries, reading corners established in schools
•Ram Dukan, Khoya Paya Store, Axay Patra etc started
•Students Profile and Activities Portfolio

Road ahead

•Training of Trainers
–Need Assessment (format to be developed)
–Development of module and other training material on
•Communication skill
•Relationship building skill
•Emotional Intelligence
•Training games
•Brain Storming exercises and games

•Preparation of module for teachers (activities’ module)
–Need assessment for organizing training
–Dimension wise/area wise training components in the module

•Monitoring
–Development of formats for monitoring by Teacher Support Mechanism personnel
–Feedback mechanism : from data collection to sharing of findings with teachers
–Software can be developed through out sourcing (data entry done by CRC Co and report can be generated automatically at all levels)
–Quality cell at state and district level

Mrutu ane Mox ma tafavat shu ??

"Shvas khuti jay ane ichchha baki rahe te MRUTYU....ane Shvas baki rahe ane ichchha khuti jay te MOX......"